Lesson Title: Health Public Service Announcement
Grade: 6-12
Content Area: Health
Lesson Length: Eight 45-minute class periods
Phase 1
Marcia-- I would have to say that for this project I am highest in PK (pedagogy knowledge). My TK (technology knowledge) is probably middle of the road for this project. I have worked with some, but not all, of the technology needed for this project. My CK (content knowledge) is probably somewhat low, just because the students will be able to pick the subject they want to use.
Michelle-- My knowledge of technology is low--really low. I have to keep things really simple, so I know this limits things that I can do in the classroom. I feel confident in my pedagogy knowledge; confident enough to try new things. It will be hard to judge my content knowledge for this project because I don't know for sure what students are going to come up with as topics and resources. I see myself in the TPACK center as I do value technology and find teaching without it close to impossible in our society. My biggest downfall is, like our book says, that I am a generation older than my students and therefore, behind them technologically.
Laura--I know that my technology knowledge is much lower than that of most of my high school students, but what I've learned in the last year alone amazes at least me. I am greatly encouraged by what I've learned and how I've been able to incorporate it into my lessons. I'm impressed with how little damage I have done in my explorations of technology, so I am excited to encourage students to experiment with this project. I will use my content knowledge of persuasion to guide students in their projects. I will help students recognize and employ their innate intelligences to communicate their PSAs.
Heather--I feel that I am middle of the road to low in all areas. I feel I am still learning in the PK area, there are still a few areas that need to improve before I would put myself any higher. I do not use enough technology in my classroom to rank myself any higher in the TK area either. I agree with Marcia in that since the students are going to pick their own subject I am low in CK.
Team-We don't sound like we are especially high in technology area. We will have to learn as we go. The good news is, there are probably students who an teach us as the project progresses. We seem to be pretty high in pedagogy knowledge on average. As far as the content knowledge goes, we will have to make sure the students let us know where they got their information so we can check it.
Phase 2
We should use a technology-based method because it is important to the way students learn today. We want to make them addicted to learning. We would like them to establish roles in their groups and accountability for their actions. Technology based method offers a solution because it uses the technology of the present and the future. The students will be able to use the technology in a way that is relevant to them. Technology must be used in order to make the PSA something that the students will want to engage in. Print media is outdated and boring to this generation. A video allows the students to put themselves into the project.
Phase 3
Outcome: Demonstrate good group work interactions. Objective: They will determine, assign and maintain roles in the group. Assessment: An observation checklist.
Outcome: Create a 60-second serious PSA. Objective:All groups will achieve a rubric score of at least 80%. Assessment: A rubric to assess the content and quality of the presentation.
Outcome: Enjoy working with their groups and with technology. Objective: At least 80% of students will demonstrate positive attitudes toward the work. Assessment: A five-item survey that students will complete anonymously.
Phase 4
We want the students to collaborate and share their experiences working with the technology necessary to do this project. Below is the time-line for the project.
Day 1: Introduce the project, show an example (http://www.youtube.com/watch?v=v9Yz38xAvqQ) and briefly discuss the different technical components that will be used (ie searching the internet, working with powerpoint, working with a video-camera.
Day 2-5: Research and create the 60 second PSA.
Day 6-8: Present PSA's to the class and fill out evaluations.
Phase 5
Handout: Students will be given a handout with project rubric and several research sites listed to give them a starting point.
Computer scheduling: We will make sure that we can have our class in the computer lab for days 2-5.
Video cameras: We will make sure that each group has a video camera available for their use on this project.
Phase 6
We will evaluate the group-work interaction by using a teacher observation checklist.
We will assess the project for content and quality using the rubric given to the students on the first day of the project.
We will evaluate their enjoyment of the project by giving them a 5-question anonymous survey.
Grade: 6-12
Content Area: Health
Lesson Length: Eight 45-minute class periods
Phase 1
Marcia-- I would have to say that for this project I am highest in PK (pedagogy knowledge). My TK (technology knowledge) is probably middle of the road for this project. I have worked with some, but not all, of the technology needed for this project. My CK (content knowledge) is probably somewhat low, just because the students will be able to pick the subject they want to use.
Michelle-- My knowledge of technology is low--really low. I have to keep things really simple, so I know this limits things that I can do in the classroom. I feel confident in my pedagogy knowledge; confident enough to try new things. It will be hard to judge my content knowledge for this project because I don't know for sure what students are going to come up with as topics and resources. I see myself in the TPACK center as I do value technology and find teaching without it close to impossible in our society. My biggest downfall is, like our book says, that I am a generation older than my students and therefore, behind them technologically.
Laura--I know that my technology knowledge is much lower than that of most of my high school students, but what I've learned in the last year alone amazes at least me. I am greatly encouraged by what I've learned and how I've been able to incorporate it into my lessons. I'm impressed with how little damage I have done in my explorations of technology, so I am excited to encourage students to experiment with this project. I will use my content knowledge of persuasion to guide students in their projects. I will help students recognize and employ their innate intelligences to communicate their PSAs.
Heather--I feel that I am middle of the road to low in all areas. I feel I am still learning in the PK area, there are still a few areas that need to improve before I would put myself any higher. I do not use enough technology in my classroom to rank myself any higher in the TK area either. I agree with Marcia in that since the students are going to pick their own subject I am low in CK.
Team-We don't sound like we are especially high in technology area. We will have to learn as we go. The good news is, there are probably students who an teach us as the project progresses. We seem to be pretty high in pedagogy knowledge on average. As far as the content knowledge goes, we will have to make sure the students let us know where they got their information so we can check it.
Phase 2
We should use a technology-based method because it is important to the way students learn today. We want to make them addicted to learning. We would like them to establish roles in their groups and accountability for their actions. Technology based method offers a solution because it uses the technology of the present and the future. The students will be able to use the technology in a way that is relevant to them. Technology must be used in order to make the PSA something that the students will want to engage in. Print media is outdated and boring to this generation. A video allows the students to put themselves into the project.
Phase 3
Outcome: Demonstrate good group work interactions. Objective: They will determine, assign and maintain roles in the group. Assessment: An observation checklist.
Outcome: Create a 60-second serious PSA. Objective:All groups will achieve a rubric score of at least 80%. Assessment: A rubric to assess the content and quality of the presentation.
Outcome: Enjoy working with their groups and with technology. Objective: At least 80% of students will demonstrate positive attitudes toward the work. Assessment: A five-item survey that students will complete anonymously.
Phase 4
We want the students to collaborate and share their experiences working with the technology necessary to do this project. Below is the time-line for the project.
Day 1: Introduce the project, show an example (http://www.youtube.com/watch?v=v9Yz38xAvqQ) and briefly discuss the different technical components that will be used (ie searching the internet, working with powerpoint, working with a video-camera.
Day 2-5: Research and create the 60 second PSA.
Day 6-8: Present PSA's to the class and fill out evaluations.
Phase 5
Handout: Students will be given a handout with project rubric and several research sites listed to give them a starting point.
Computer scheduling: We will make sure that we can have our class in the computer lab for days 2-5.
Video cameras: We will make sure that each group has a video camera available for their use on this project.
Phase 6
We will evaluate the group-work interaction by using a teacher observation checklist.
We will assess the project for content and quality using the rubric given to the students on the first day of the project.
We will evaluate their enjoyment of the project by giving them a 5-question anonymous survey.
List of useful websites:
www.**abstinence**.net
www.cdc.gov/STD/
www.cdc.gov/healthywater/**hygiene**/fast_**facts**.html
http://www.nimh.nih.gov/health/publications/eating-disorders/complete-index.shtml
www.skincancer.org/the-**dangers**-of-**tanning**.html
www.breakthecycle.org
www.madd.org
__www.fda.gov__
www.cancer.org
http://www.netsmartz.org/Parents